from 01.01.2018 until now
Baku, Azerbaijan
Digital and multimedia technologies are an integral part of the learning process and significantly influence the formation of communicative skills. In teaching Russian as a foreign language (RFL), listening comprehension remains one of the most challenging and underdeveloped aspects of language proficiency. This article evaluates the didactic potential of multimedia tools for developing listening skills in Azerbaijani-speaking university students majoring in Russian philology. To achieve this aim, the study accounted for the psychological and pedagogical characteristics of cross-linguistic interference. The research methodology included pedagogical observation, learning activity analysis, and comparative audio-visual analysis. By integrating authentic multimedia resources into a three-stage framework (pre-, while-, and post-listening), the proposed model stimulated cognitive activity and increased learner motivation. This approach enhanced pronunciation, lexical, and grammatical skills while improving the students’ ability to anticipate linguistic content. The effectiveness of multimedia learning directly depended on the instructor’s methodological readiness and the targeted selection of digital tools. The model can be utilized to design further methodological recommendations for optimizing multimedia integration in RFL instruction.
Russian as a foreign language (RFL), listening comprehension, multimedia technologies, digital tools, interactive learning, multimodal materials, communicative skills
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